ble. After
having formed such a plan, and made such arrangements, he will look
forward almost with impatience to the next writing-hour. He wishes to
see whether he has estimated the mental capacities and tendencies of his
little community aright; and when the time comes, and he surveys the
scene, and observes the operation of his measure, and sees many more are
reached by it than were influenced before, he feels a strong
gratification, and it is a gratification which is founded upon the
noblest principles of our nature. He is tracing, on a most interesting
field, the operation of cause and effect. From being the mere drudge,
who drives, without intelligence or thought, a score or two of boys to
their daily tasks, he rises to the rank of an intellectual philosopher,
exploring the laws and successfully controlling the tendencies of mind.

It will be observed, too, that all the time this teacher was performing
these experiments, and watching with intense interest the results, his
pupils were going on undisturbed in their pursuits. The exercises in
writing were not interrupted or deranged. This is a point of fundamental
importance; for, if what I should say on the subject of exercising
ingenuity and contrivance in teaching should be the means, in any case,
of leading a teacher to break in upon the regular duties of his school,
and destroy the steady uniformity with which the great objects of such
an institution should be pursued, my remarks had better never have been
written. There may be variety in methods and plan, but, through all this
variety, the school, and every individual pupil of it, must go steadily
forward in the acquisition of that knowledge which is of greatest
importance in the business of future life. In other words, the
variations and changes admitted by the teacher ought to be mainly
confined to the modes of accomplishing those permanent objects to which
all the exercises and arrangements of the school ought steadily to aim.
More on this subject, however, in another chapter.

I will mention one other circumstance, which will help to explain the
difference in interest and pleasure with which teachers engage in their
work. I mean the different views they take _of the offenses of their
pupils_. One class of teachers seem never to make it a part of their
calculation that their pupils will do wrong, and when, any misconduct
occurs they are discontented and irritated, and look and act as if some
unexpected occur